I have pasted the requirements for week 4 as they appear in our class portal below. Please post your instructional strategy proposals below that as we have been doing.
-Trevor
This week, you and your group members will determine the instructional strategies to be included in your curriculum design proposal.
Consider the principles of effective instructional strategies described in your Learning Resources. Consider how the content of your curriculum would be delivered most effectively. What type of activities will allow learners to grasp the content and meet the learning objectives? How might technology drive or enhance these experiences? By Monday, the Week 4 Facilitator should create a page in the group wiki designated for 鉄trategies.・/FONT> By Wednesday, post to your group wiki a description of at least two instructional strategies that you think should be included in your group痴 curriculum design proposal. For each strategy, describe the purpose, format, and overall content it would include. Include a brief rationale explaining why you think each of your suggestions would be effective.
Return to your group wiki and review the strategy suggestions posted by your group members. How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective? By Friday, each group member should post his or her suggestion for the group痴 final instructional strategies (as a group, three instructional strategies must be included in the final proposal). These suggestions should reflect a combination of what you consider to be the best ideas from all group members.
It is the responsibility of the Week 4 Facilitator to review each group member痴 suggestion and create a final set of instructional strategies that reflects the majority opinion. By Sunday, the Week 4 Facilitator should post the final list of instructional strategies to the group wiki. Each strategy should be accompanied by a description of its purpose, format, and general content, and a brief rationale for why it would be effective. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements. In addition, the Facilitator should post the URL of this wiki content to the Week 4 area of the Group Project discussion board. Your Instructor will visit your group痴 wiki to ensure that all group members participated in this assignment and to approve you group痴 instructional strategies.
The following table provides a summary of the curriculum design proposal tasks due this week. Use this table to help budget your time and ensure you complete assignments on time.
Week 4 Curriculum Design Proposal Task Summary
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week 4 Facilitator only
Create a 鉄trategies・page in wiki.
Review group members・suggestions for final set of instructional strategies. Create and post a final set of strategies that reflects majority opinion, and post URL of this wiki content to Group Project discussion board.
All group members
Post a description of at least two instructional strategies for group痴 curriculum design proposal.
Review group members・strategies posting. Post suggestion for group痴 final set of instructional strategies.
Visit the wiki and review the Facilitator痴 posting of the final set of instructional strategies. Use the wiki or other means of communication to resolve any disagreements.
Trevor's Instructional Strategies
As our objectives for this curriculum are all heavily performanced based the strategies I've chosen are highly supplantive. This is to give the curriculum "more bang for it's buck" so to speak and instruct the learners in the specific procedures they will be required to perform when volunteering at the museum.
Strategy 1
Student's will be given a packet oultining the course objectives and divided into training segments or modules. Goals and desired outcomes will be explicitly presented in the course material so there will be little room for lack of clarity or desired outcome of training on behalf of the learners.
Students will cover approximately one module per lesson. Each module will be dedicated to on particular learning objective. For example, one module for tour narration, one module for navigating the Excel software, etc.
The following lesson will have a short review quiz intended to reinforce learning from the previous lesson.
Rationale
In this scenario the goals are highly procedure oriented and there is little need to develop any kind of high end abstract skill (like speaking a foreign language or mastering calculus). The goals or the curriculum and needs of the museum are quite clear and would best be served by a highly supplantive strategy. A packet would give learners something to workthrough and to use as review. It would also keep them abreast of where exactly they are in the training and what they are expected to know and be able to do at it's conclusion.
Strategy 2
Training will consist of a "walk-through" style presentation led by a qualified staff member or manager of the museum versed in the skills desired of the volunteers. Students will be given a checklist of skills and information which will be checked off as they go through the walk through. The course will consist of two halves. The first half will involve the mostly passive introduction of knowledge by the walk through leader to the learners. The leader will then ask each learner to perform the skill just taught to their satisfaction i.e. "Find Mr. Smith in the database and change his phone number" or "Give me a tour of the museum". The second half of the course will consist of the learners walking the leader through the desired skills and explaining/demonstrating them. This will allow the leader to both watch the volunteers at work and to witness firsthand any shortcomings in their abilities and to pose difficult scenarios to test their abilities.
At the end of the course the leader can share his/her impressions with the trainees and provide immediate feedback on what they are doing right or wrong.
Rationale
This is a simple, low-tech, and direct way of transmitting the desired skills and performance expectations directly to the volunteers. It also serves the dual purpose of allowing the volunteers to learn and demonstrate knowledge and the leader of the walk through to assess them, twice. There is definetely room for elaboration in this format but I think the strategy of a walk-through course is a good one simply because it is so direct and economical.
Kyong’s Instructional Strategies
Our learning goals and learning objectives are performance based and assessed through questionnaire from a checklist as the tasks are completed. The two effective strategies I recommend are: simple procedures and providing instruction and practice on separate major procedures.
Strategy 1
Simple procedures have limited steps and do not have any decision point, which is effective to use as a strategy for goal and objective #1. Leading a tour of the exhibit and matching the painting to the correct artist is straightforward. The steps to lead a tour and the content will be presented, demonstrated, and then practiced by the learners immediately afterward until the individual are competent in the task.
Rationale:
The strategy is simple and clear for the learners to recall the steps from memory, which demonstrate declarative knowledge.
Strategy 2
Complex procedures require decision points within the instruction, which may be effective for goal and objective #3. Excel spreadsheet will be provided with instruction and practice on separate major procedures. Each task such as searching, adding, editing, and copying patrons information will be taught from the start to the end using a computer and practiced before moving to the next procedure. Using a computer enhance learning as the previous procedure will be added to the next steps in practice. The learners will repeat the process until the whole procedures are completed with competency.
Rationale:
The complex procedure requires learners to recall the steps from memory again demonstrating declarative knowledge and applying the steps to an actual application ensure competency of the learners.
Suzanne's Strategies
Strategy 1: The potential volunteer will be given a manual containing and overview of the objectives and lessons of the training. Training will be broken down into small modules. Each module will introduce the student to artists, exhibits or museum procedures. Each module will also direct the student to appropriate area of the museum where the exhibits is located. The modules with then end with a short assessment. In addition, the potential volunteer will be allowed to fallow current volunteers on tours at their leisure. Rationale: The manual will be build knowledge of the volunteer and the allow them to refer back to information when needed. Visiting the areas of the museum and following tours will allow the volunteer to become familiar with the layout and provide visuals for information presented in the manual.
Strategy 2: Volunteer will be given a sample Excel workbook. In addition, the volunteer will be provided with Step by step tutorials beginning with simple tasks and then gradually moving up to more difficult Excel functions. Each tutorial will be followed by a case study. Rationale: Tutorials will give the volunteers the opportunity for hands on learning and will be effective in achieve Goal #3. Case studies will allow the volunteers to put what they have learned to practical use and understand the way the s skills will be used in the museum.
Instructional Strategies (Ann):
I believe that we are teaching both simple and complex procedures for goals 1 and 3, so I propose the following instructional strategies for the museum:
Instructional Strategy #1: Leading museum tours is a “simple procedure” that can be taught following a “Process rule” for leading a museum tour procedure.” (Ragan and Smith, 2005, pg. 190). Prior to teaching the museum volunteers the procedures for leading museum tours, we must “clarify” the procedures to be taught and “list the steps” and any decisions that must be made when leading the tours. We would also develop any job aids that will be needed to assist the volunteers in leading the tours. Once we have defined and documented the procedures, we can “straightforwardly” teach the volunteers the procedures (one step at a time) using the “step presented and demonstrated and practiced” approach for teaching simple procedures, followed by instructor feedback (Ragan and Smith, 2005, pg. 191). Practice scenarios can include role-play sessions where learners are asked to complete the steps learned. This could be done in groups of three, where the learners take turns in three roles: tour guide, museum patron and observer-giving feedback to, the person leading the tour step. Practice scenarios can also take a progressive approach, where a new step is added with each practice session, until learners are able to lead a complete tour where they can identify, recall, and match the paintings to the correct artists and identify the medium for each.
Rationale: I think this approach gives the learners safe hands-on learning environment where they are able to learn and practice in a similar to real-life situation.
Instructional Strategy #2: Similar to teaching the procedures for Strategy #1, prior to teaching the museum volunteers the procedures for using the museum patron Excel database, we must “clarify” the procedures to be taught and “list the steps” and any decisions that must be made when working with the database. Again, we would develop any job aids that will be needed to assist the volunteers in performing the required tasks.
I propose that we take a two-fold approach in out instructional strategy for teaching this complex procedural goal. First, we have the learners complete an online tutorial series provided by Microsoft to learn the basic features and functionality of Microsoft Excel. Once the learners have completed the Excel tutorial we can begin” teaching the volunteers each of the required procedures, starting with the simplest task and ending with the most difficult task (one step at a time), and branching out where necessary. We would again, use the “step presented and demonstrated and practiced” approach for teaching these procedures, followed by instructor feedback, (Ragan and Smith, 2005, pg. 191). This gives learners the opportunity to learn the job tasks, but also provides additional application practice of what they learned in the online tutorials. Practice for this strategy can include learning activities where learners are given practice worksheets of museum patron information that must be located, edited, copied, or added in the database. These practice sessions can be followed by instructor feedback, which allows for positive reinforcement for correct procedures and/or making corrective actions (when necessary).
Rationale: This approach also provides learners with a safe hands-on learning environment where they are able to learn and practice in a real-life situational environment.
INSTRUCTIONAL STRATEGY – (LITA)
Strategy 1
Each volunteer will be given a training manual. The manual will give an overview of the history of the museum, museum procedures, key personnel in the museum, goals and objectives and learning outcome upon completion of training. The volunteer will be paired with an experienced volunteer during the training period. There will be a 30 day training period at which time each volunteer will be able to identify artist and connect those artists with paintings, and exhibit knowledge of museum procedures. During this 30 day training period, the experienced volunteer will assist the volunteer in conducting tours. After 30 days, the volunteer should demonstrate the ability to work independently reciting the history of the museum and museum procedure upon request, recognizing key personnel, independently conducting tours, and demonstrate their understanding of the museum’s goals.
Rationale
The training manual something the volunteer can keep with them at all times and refer to in the event that they find themselves needing some assistance and will help them to gain knowledge and acquire the necessary skills needed. They should be allowed to work independently to build their confidence and paired with an experienced volunteer only to conduct tours during the 30 day period; however the experienced volunteer would be able during the training period.
Strategy 2
The volunteer will be given a sample packet of the Excel worksheet that the museum uses with instructions on its use. The volunteer will be given a 30 day training period to show competency is this area while working under close supervision.
Rationale
The volunteer should be guided through this procedure under close supervision. The volunteer will be allowed to practice at the museum under close supervision for two weeks of the training period to show that they know how to navigate the Excel worksheet and to show consistency and confidence. The next two weeks, they will be allowed to work independently with minimal supervision to build their confidence .
Instructional Strategies
Hello Group A,
I have pasted the requirements for week 4 as they appear in our class portal below. Please post your instructional strategy proposals below that as we have been doing.
-Trevor
This week, you and your group members will determine the instructional strategies to be included in your curriculum design proposal.
Consider the principles of effective instructional strategies described in your Learning Resources. Consider how the content of your curriculum would be delivered most effectively. What type of activities will allow learners to grasp the content and meet the learning objectives? How might technology drive or enhance these experiences?
By Monday, the Week 4 Facilitator should create a page in the group wiki designated for 鉄trategies.・/FONT>
By Wednesday, post to your group wiki a description of at least two instructional strategies that you think should be included in your group痴 curriculum design proposal. For each strategy, describe the purpose, format, and overall content it would include. Include a brief rationale explaining why you think each of your suggestions would be effective.
Return to your group wiki and review the strategy suggestions posted by your group members. How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?
By Friday, each group member should post his or her suggestion for the group痴 final instructional strategies (as a group, three instructional strategies must be included in the final proposal). These suggestions should reflect a combination of what you consider to be the best ideas from all group members.
It is the responsibility of the Week 4 Facilitator to review each group member痴 suggestion and create a final set of instructional strategies that reflects the majority opinion.
By Sunday, the Week 4 Facilitator should post the final list of instructional strategies to the group wiki. Each strategy should be accompanied by a description of its purpose, format, and general content, and a brief rationale for why it would be effective. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements. In addition, the Facilitator should post the URL of this wiki content to the Week 4 area of the Group Project discussion board. Your Instructor will visit your group痴 wiki to ensure that all group members participated in this assignment and to approve you group痴 instructional strategies.
The following table provides a summary of the curriculum design proposal tasks due this week. Use this table to help budget your time and ensure you complete assignments on time.
Trevor's Instructional Strategies
As our objectives for this curriculum are all heavily performanced based the strategies I've chosen are highly supplantive. This is to give the curriculum "more bang for it's buck" so to speak and instruct the learners in the specific procedures they will be required to perform when volunteering at the museum.
Strategy 1
Student's will be given a packet oultining the course objectives and divided into training segments or modules. Goals and desired outcomes will be explicitly presented in the course material so there will be little room for lack of clarity or desired outcome of training on behalf of the learners.
Students will cover approximately one module per lesson. Each module will be dedicated to on particular learning objective. For example, one module for tour narration, one module for navigating the Excel software, etc.
The following lesson will have a short review quiz intended to reinforce learning from the previous lesson.
Rationale
In this scenario the goals are highly procedure oriented and there is little need to develop any kind of high end abstract skill (like speaking a foreign language or mastering calculus). The goals or the curriculum and needs of the museum are quite clear and would best be served by a highly supplantive strategy. A packet would give learners something to workthrough and to use as review. It would also keep them abreast of where exactly they are in the training and what they are expected to know and be able to do at it's conclusion.
Strategy 2
Training will consist of a "walk-through" style presentation led by a qualified staff member or manager of the museum versed in the skills desired of the volunteers. Students will be given a checklist of skills and information which will be checked off as they go through the walk through. The course will consist of two halves. The first half will involve the mostly passive introduction of knowledge by the walk through leader to the learners. The leader will then ask each learner to perform the skill just taught to their satisfaction i.e. "Find Mr. Smith in the database and change his phone number" or "Give me a tour of the museum". The second half of the course will consist of the learners walking the leader through the desired skills and explaining/demonstrating them. This will allow the leader to both watch the volunteers at work and to witness firsthand any shortcomings in their abilities and to pose difficult scenarios to test their abilities.
At the end of the course the leader can share his/her impressions with the trainees and provide immediate feedback on what they are doing right or wrong.
Rationale
This is a simple, low-tech, and direct way of transmitting the desired skills and performance expectations directly to the volunteers. It also serves the dual purpose of allowing the volunteers to learn and demonstrate knowledge and the leader of the walk through to assess them, twice. There is definetely room for elaboration in this format but I think the strategy of a walk-through course is a good one simply because it is so direct and economical.
Kyong’s Instructional Strategies
Our learning goals and learning objectives are performance based and assessed through questionnaire from a checklist as the tasks are completed. The two effective strategies I recommend are: simple procedures and providing instruction and practice on separate major procedures.
Strategy 1
Simple procedures have limited steps and do not have any decision point, which is effective to use as a strategy for goal and objective #1. Leading a tour of the exhibit and matching the painting to the correct artist is straightforward. The steps to lead a tour and the content will be presented, demonstrated, and then practiced by the learners immediately afterward until the individual are competent in the task.
Rationale:
The strategy is simple and clear for the learners to recall the steps from memory, which demonstrate declarative knowledge.
Strategy 2
Complex procedures require decision points within the instruction, which may be effective for goal and objective #3. Excel spreadsheet will be provided with instruction and practice on separate major procedures. Each task such as searching, adding, editing, and copying patrons information will be taught from the start to the end using a computer and practiced before moving to the next procedure. Using a computer enhance learning as the previous procedure will be added to the next steps in practice. The learners will repeat the process until the whole procedures are completed with competency.
Rationale:
The complex procedure requires learners to recall the steps from memory again demonstrating declarative knowledge and applying the steps to an actual application ensure competency of the learners.
Suzanne's Strategies
Strategy 1:
The potential volunteer will be given a manual containing and overview of the objectives and lessons of the training. Training will be broken down into small modules. Each module will introduce the student to artists, exhibits or museum procedures. Each module will also direct the student to appropriate area of the museum where the exhibits is located. The modules with then end with a short assessment. In addition, the potential volunteer will be allowed to fallow current volunteers on tours at their leisure.
Rationale:
The manual will be build knowledge of the volunteer and the allow them to refer back to information when needed. Visiting the areas of the museum and following tours will allow the volunteer to become familiar with the layout and provide visuals for information presented in the manual.
Strategy 2:
Volunteer will be given a sample Excel workbook. In addition, the volunteer will be provided with Step by step tutorials beginning with simple tasks and then gradually moving up to more difficult Excel functions. Each tutorial will be followed by a case study.
Rationale:
Tutorials will give the volunteers the opportunity for hands on learning and will be effective in achieve Goal #3. Case studies will allow the volunteers to put what they have learned to practical use and understand the way the s
skills will be used in the museum.
Instructional Strategies (Ann):
I believe that we are teaching both simple and complex procedures for goals 1 and 3, so I propose the following instructional strategies for the museum:
Instructional Strategy #1:
Leading museum tours is a “simple procedure” that can be taught following a “Process rule” for leading a museum tour procedure.” (Ragan and Smith, 2005, pg. 190). Prior to teaching the museum volunteers the procedures for leading museum tours, we must “clarify” the procedures to be taught and “list the steps” and any decisions that must be made when leading the tours. We would also develop any job aids that will be needed to assist the volunteers in leading the tours. Once we have defined and documented the procedures, we can “straightforwardly” teach the volunteers the procedures (one step at a time) using the “step presented and demonstrated and practiced” approach for teaching simple procedures, followed by instructor feedback (Ragan and Smith, 2005, pg. 191). Practice scenarios can include role-play sessions where learners are asked to complete the steps learned. This could be done in groups of three, where the learners take turns in three roles: tour guide, museum patron and observer-giving feedback to, the person leading the tour step. Practice scenarios can also take a progressive approach, where a new step is added with each practice session, until learners are able to lead a complete tour where they can identify, recall, and match the paintings to the correct artists and identify the medium for each.
Rationale: I think this approach gives the learners safe hands-on learning environment where they are able to learn and practice in a similar to real-life situation.
Instructional Strategy #2:
Similar to teaching the procedures for Strategy #1, prior to teaching the museum volunteers the procedures for using the museum patron Excel database, we must “clarify” the procedures to be taught and “list the steps” and any decisions that must be made when working with the database. Again, we would develop any job aids that will be needed to assist the volunteers in performing the required tasks.
I propose that we take a two-fold approach in out instructional strategy for teaching this complex procedural goal. First, we have the learners complete an online tutorial series provided by Microsoft to learn the basic features and functionality of Microsoft Excel. Once the learners have completed the Excel tutorial we can begin” teaching the volunteers each of the required procedures, starting with the simplest task and ending with the most difficult task (one step at a time), and branching out where necessary. We would again, use the “step presented and demonstrated and practiced” approach for teaching these procedures, followed by instructor feedback, (Ragan and Smith, 2005, pg. 191). This gives learners the opportunity to learn the job tasks, but also provides additional application practice of what they learned in the online tutorials. Practice for this strategy can include learning activities where learners are given practice worksheets of museum patron information that must be located, edited, copied, or added in the database. These practice sessions can be followed by instructor feedback, which allows for positive reinforcement for correct procedures and/or making corrective actions (when necessary).
Rationale: This approach also provides learners with a safe hands-on learning environment where they are able to learn and practice in a real-life situational environment.
INSTRUCTIONAL STRATEGY – (LITA)
Strategy 1
Each volunteer will be given a training manual. The manual will give an overview of the history of the museum, museum procedures, key personnel in the museum, goals and objectives and learning outcome upon completion of training. The volunteer will be paired with an experienced volunteer during the training period. There will be a 30 day training period at which time each volunteer will be able to identify artist and connect those artists with paintings, and exhibit knowledge of museum procedures. During this 30 day training period, the experienced volunteer will assist the volunteer in conducting tours. After 30 days, the volunteer should demonstrate the ability to work independently reciting the history of the museum and museum procedure upon request, recognizing key personnel, independently conducting tours, and demonstrate their understanding of the museum’s goals.
Rationale
The training manual something the volunteer can keep with them at all times and refer to in the event that they find themselves needing some assistance and will help them to gain knowledge and acquire the necessary skills needed. They should be allowed to work independently to build their confidence and paired with an experienced volunteer only to conduct tours during the 30 day period; however the experienced volunteer would be able during the training period.
Strategy 2
The volunteer will be given a sample packet of the Excel worksheet that the museum uses with instructions on its use. The volunteer will be given a 30 day training period to show competency is this area while working under close supervision.
Rationale
The volunteer should be guided through this procedure under close supervision. The volunteer will be allowed to practice at the museum under close supervision for two weeks of the training period to show that they know how to navigate the Excel worksheet and to show consistency and confidence. The next two weeks, they will be allowed to work independently with minimal supervision to build their confidence .